THE WORK AND AIMS 



UNIVERSITY OF ROCHESTER 



AN ADDRESS, 

DELIVERED ON COMMENCEMENT DAY, 

June 38, IStG. 




M. B. InDERSON, 



PRESIDENT. 



ROCHESTER, N. Y. 

DEMOCEAT AND CHKONICLE PllINT, 3 WEST MAIN STREET. 
1876. 



t\a. 



l-S-r 



^. 



ADDRESS. 



Twenty-five years ago this institution was but an 
idea, lodged in the minds of a few thoughtful men. 
They organized their thought, combined their efforts, 
gave their property, and, by the blessing of Grod, that 
idea has slowly but surely passed into a living reality. 
It has struck its roots deep into the soil of our state. 
By common consent it is recognized as one of the 
most salutary and vital moral forces in our beautiful 
city. It has made its mark. It has done good work. 
Its fruits are scattered all over the world. It seems fit 
and proper that we should now review some of the 
steps of our progress, and note some of the results of 
our labor. 

AH organisms destined to long life are slow in ma- 
turing. Especially is this true of those whose cells 
and fibres are wrought out of labor, benevolent 
thought and self-sacrifice. This law of growth cannot 
be evaded nor transcended. Our growth has been 
slow. But more rapid growth might have endangered 
the solidity and proportion of the superstructure. 

ORGANIZATION. 

The organic law of the University is such as to give 
free play to all the elements in education which modern 



^^sm OF tj 



progress has developed. In our curriculum we have 
retained the studies which the world's experience has 
tried and proved, and welcomed all new subjects 
whose promise justified trial. Two parallel courses of 
study for degrees were adopted at the outset, and stu- 
dents desiring to pursue short and irregular courses of 
study, have always — so far as they were prepared — 
been admitted to our regular classes and lectures. 
This class of students has hitherto been excluded from 
most of our older colleges. Next year, for the first 
time, Harvard receives such persons, and the fact has 
been widely heralded as a noteworthy improvement. 

A system of optional studies has been arranged, 
which are taken up after the main disciplinary work 
of the course has been completed. These studies have 
been carefully chosen, with reference not to their acci- 
dental popularity, but to the demands of symmetry 
and proportion in a liberal education. So much has 
been conceded by some colleges to the fancy for variety 
and change, that a degree in the arts from such 
institutions, gives no adequate idea of the course of 
studies actually pursued by the student. The diploma 
has no definite meaning, and it may represent an 
exceedingly miscellaneous and ill-adjusted coarse of 
study. A young man of eighteen has no more 
capacity to select the course of study which is best 
for a liberal education, than he would have to mark 
out a course necessary to fit him for the profession of 
a physician, lawyer or engineer. The very studies 
that he needs most, he is, in following his inclination 
merely, least likely to take. We have, therefore, 
while conceding the principle of election to a certain 



extent, endeavored to throw around it such safe-guards 
as will prevent its abuse. 

DORMITORIES. 

The colleges which were first organized in our 
country, were established in small villages, and 
dormitories and boarding halls, were a matter of 
necessity. Of late, the tendency of educational insti- 
tutions is toward cities, and those colleges originally 
founded in villages have, when successful, generally 
caused the growth of cities or large towns around them. 
In a city, dormitories are not needed. The natural 
operation of the law of supply and demand will furnish 
all needed lodging and boarding houses for students, 
at reasonable prices. Having made an examination of 
the cost of living in a number of representative insti- 
tutions, in city and country, where dormitories are 
provided, I find that the cost of living in this city is a 
little below the average cost at those colleges provided 
with dormitories. Dormitories, then, as ordinarily 
rented to the students, are not demanded on the score 
of economy. For the ends of good order, quiet and 
study, our experience leads us to the conviction that 
they are positively injurious. Many institutions which 
now have dormitories would gladly be rid of them, if 
it were possible ; and it is matter of congratulation 
that we are not bound to a system which is so deci- 
dedly at variance with the spirit and tendencies of the 
age. We have found no diflSLCulty in securing lodgings 
for our students at reasonable rates, and we prefer, on 
every account, that the student become a member of 
the community in which he temporarily resides. If it 



were true that dormitories diminished the expense of 
living, the amount which it would cost to erect and 
maintain them, would still be far more serviceable to 
poor students if it went to create a fund whose income 
should be applied directly to their support. 

LOCATION. 

I do no more than justice to Rochester and to our 
beautiful Western New York, when I say that our 
location is inferior to that of no institution in our land. 
The population of our rural city has doubled since the 
University was founded. We are surrounded by a rich 
farming region, and by flourishing towns and villages, 
filled with such a population as furnishes the largest 
percentage of college students of the best character. 
We are at the gateway of the West. Our facilities for 
communication with all parts of our country, are 
abundant. Our city is healthy ; its population, as a 
whole, cultivated and moral. It combines with singu- 
lar felicity, most of the advantages of a country and 
city location. We have, on our part, brought within 
the reach of the great body of our citizens, the 
opportunity of giving their sons a liberal education at 
a slight expense. We have also given from the funds 
of the University, free tuition to three pupils from 
each graduating class in the High School, as prizes 
for excellence in scholarship — thus putting a liberal 
education within the reach of many who could not 
otherwise attain it. 

LIBRARY. 

Some years since, General John F. R-athbone, of 
Albany, gave $25,000 to the University for a library 



5 

fund. The proceeds of this fund have enabled us to 
purchase books which, added to those previously in 
the library, number more than 12,000 volumes. We 
have received valuable additions from other patrons, 
and we may expect larger additions hereafter. The 
library is modern, and having been purchased to meet 
actual needs, contains fewer worthless books than any 
other within my knowledge. It is well proportioned, 
and represents the present rather than the past condi- 
tion of human knowledge. The periodical and miscel- 
laneous works are carefully indexed, and all the books 
are well catalogued. I know of no library which is 
better organized, or more completely available for 
educational purposes. 

Our library building, now about finished, is fire- 
proof, convenient, and will naturally attract to itself 
many valuable books and documents from the libra- 
ries of private collectors, by reason of the safety 
from fire which it promises. It will also save a con- 
siderable sum now paid for insurance. This build- 
ing, which will cost over $100,000, is the gift of our 
fellow-citizen, Hiram Sibley. We consider this gift 
specially valuable, as a proof of the donor' s confidence 
in our past financial and literary administration, in 
the solidit}^ of our present foundation, and the reason- 
ableness of our hopes for the future. Such a gift from 
one of the most sagacious and able financiers in the 
State of JSTew York — from one of our own citizens, 
under whose eyes our work has been done, we regard 
as a proof of the public confidence and a benefaction 
which will call forth substantial responses of a similar 
nature from other benevolent men. 



6 

APPARATUS FOR PHYSICS. 
The apparatus for the illustration of Physics becomes 
more simple as its doctrines are more scientifically 
discussed. Much of the complicated material used 
in former years has become valueless, and, as a general 
rule, the more ingenious and skilful the teacher, the 
less expensive the means of illustration he makes use 
of. The collection recently presented to the Univer- 
sity by Dr. Hamilton, added to what we had before 
purchased, gives us the means of making clear to our 
students the fundamental principles of this branch of 
science. 

OBSERVATORY. 
By the liberality of the President of our Board of 
Trustees, John B. Trevor, Esq., we have been able, 
during the present year, to purchase a telescope and 
erect an observatory which will meet all the demands 
for the illustration of Astronomical facts and phe- 
nomena, so far as learners are concerned. Dr. Harkness, 
of the National Observatory, in a late letter remarked, 
that ''there are very few astronomical phenomena 
beyond the grasp of your instrument." This is ready 
for use, and is a clear and valuable addition to our 
means of instruction. 

CHEMISTRY. 

Perhaps no department of science combines so much 
of practical utility in commercial and professional 
life, with value for the disciplinary purposes of ele- 
mentary education, as Chemistry. No department has 
grown among us in recognition and interest more 
rapidly. 



We now have a very comfortable lecture room, with 
a private working room for the professor attached. 
We have a laboratory for analytical work sufficient to 
accommodate over thirty students. It is light, well 
ventilated and convenient. The number of our labora- 
tory students is constantly increasing, and we shall, 
ere long, need a building specially devoted to this 
department, 

CABINET. 

Our collection of specimens to illustrate the various 
branches of Geology and Mineralogy, is so well known, 
that little need be said concerning it. While there are 
a few cabinets in our country that are larger, there 
is none directly available for the ends of education, 
which represents so many Geological formations, or 
so large a portion of the earth's crust. We also 
have the beginning of an Anthropological collection, 
consisting of a fair representation of stone implements 
from the Scandinavian " kitchen heaps," from the drift 
of the valley of the Somme in France, and from various 
native American tribes. We hope that this collection 
will be increased until it shall fairly represent the 
beginnings of civilization among pre-historic and 
barbarous men. 

ART. 
Some attempts have been made in a few American 
institutions in the direction of art education. But 
these attempts have been generally limited to students 
who desire to become artists. The undergraduates are 
not reached, and the efforts to give them such elemen- 
tary notions on Art as shall prepare them to read and 



8 

observe wisely, and fit them to profit by foreign travel, 
have been few and inefficient. We have well trained 
artists, bnt few connoisseurs able to appreciate and 
criticise them. College students have been trained care- 
fully in the literary 2cni of our own and other languages, 
but not at all in the Arts of Design. This has left our 
culture raw and one-sided. All art depends upon 
common laws, and no man can pretend to a liberal 
education who has not at least an elementary acquaint- 
ance with the history and principles of those great 
departments of art which address the mind through 
the eye. We believe that, recent as has been our origin, 
we have been among the very first to give to under- 
graduates in general, a course of lectures on the Arts 
of Design. By the liberality of a few friends in New 
York, and especially by that of a graduate of ^^^^ 
residing in Kochester, we have been able to procure 
photographs, drawings and engravings to the value of 
between two and three thousand dollars. These, 
together with a small private collection, have been 
freely used to illustrate a course of Lectures on Art, 
given to each Senior Class. A respectable beginning 
for an art library has been purchased from the Rath- 
bone fund, and no student, except by his own fault, 
need go out from us without the elementary knowledge 
upon which all art culture must be founded. 

HISTORY, JURISPRUDENCE AND POLITICAL ECONOMY. 

The great social, political and legal re-organization 
through which our own country and the world at large 
have been passing for the last decade, imposes upon 
the educated citizen new duties and responsibilities, 



9 

and requires a corresponding breadth and exactness of 
knowledge in order to discharge them. This has 
naturally led us to strengthen these departments of a 
liberal education. A new course of lectures on His- 
tory has been prepared, involving such subjects as the 
Decline of the Roman Empire, the Feudal System, the 
History of Labor, Transportation, Mohammedanism, 
the Crusades, the Canon Law, and the series of agencies 
which developed the state system of Europe. These 
events have been constantly considered in their bearing 
on recent history, politics and life. 

The study of the Greek and Roman political consti- 
tutions has received special attention. The ancient 
classics have been studied not alone as exercises in 
Philology and Rhetoric, but as illustrations of a vast 
range of social, political and economical principles, 
which have a vital bearing on the life of to-day. The 
Institutes of Justinian have been introduced as an elec- 
tive study for the Senior Class, and a course of lectures 
has been given on the history and development of the 
Roman Law and its relation to modern codes. A 
course of comparative studies has been made of the 
constitutions of the United States, France and G-reat 
Britain, and hereafter a course of lectures will be 
given upon the Relation of Ethics to General Jurispru- 
dence. The state of our national finances and the 
disorganized condition of our revenue system, have 
demanded that special attention be given to economical 
questions. Every educated man should be so well 
instructed as to be a public teacher on these topics, so 
vital to our moral and financial well-being, and we 
have taken care that no graduate shall fail of the 



10 

opportunity to obtain some fundamental scientific 
conceptions on this class of subjects. 

In connection with these as with other topics, we 
have sought to bring out the powers of the pupil so 
far as possible, in the form of original investigation. 
Dissertations, oral or written, have been constantly 
required. These have been made a special feature in 
our prize system, and even in studies for the Stoddard 
medal given for special proficiency in Mathematics 
and Physics. Original investigation — as well as pro- 
ficiency in Modern Languages, Constitutional History 
and Political Economy — will receive a new impulse 
hereafter from the Sherman and Townsend Scholar- 
ships, each yielding $350 yearly, which will be offered 
for competition the next year. I pass without notice, 
other departments, in which I might indicate vigor- 
ous instruction and a disposition to utilize the latest 
results of intelligent criticism ; since it is not my 
design to review our course of study, but only to call 
attention to those recent changes interesting to our 
older alumni. 

METHODS OF ENSTRUCTION. 

Much of the criticism to which the American college 
course has been subjected, would have been just if it 
had been directed against methods of instruction, 
rather than against the studies pursued. Routine and 
formalism are the constant dangers of all systematic 
and regularly recurrent forms of labor. This is espe- 
cially the case with instruction. Form is likely to 
take the place of substance, and the result becomes 
jejune and profitless to the last degree. The end and 



11 

aim of all higli education is to transform learning into 
power. The work of the teacher finds its analogue in 
the doctrine of correlation of forces in Physics. Art, 
scholarship, science, are in education not so much 
ends as means. The true aim of the teacher is to give 
breadth, culture, elevation and power to the minds of 
his pupils. This aim should control him in all his 
efforts. This aim we have set before ourselves in this 
institution. Each instructor is expected to bring 
before his classes, the results of original thought and 
independent investigation. Lectures (in some cases 
privately printed for the use of the students), very 
largely take the place of text-books ; and, instead of 
a mere mempriter recitation, the student is trained and 
encouraged to raise questions and suggest difiiculties, 
till each point is thoroughly understood. Further to 
obviate the dangers to which I have called attention, 
we have sought to make our instruction at once his- 
torical, comparative, scientific, practical and personal. 

OUK INSTRUCTION HISTORICAL. 
We endeavor to give the historical development of ev- 
ery department of learning and science which we teach. 
We hold that no body of systematic truths can be 
thoroughly understood, except in the history of their 
origin, and laws of growth. Hence, we are always 
teaching History, from the beginning to the end of 
our course of instruction. Our aim is never to lose 
sight of the historic method. 

OUR INSTRUCTION COMPARATIVE. 

We seek also to compare with each other, all stages 
of scientific growth, all forms of literature and art, all 



12 

tlie phenomena of law and social organization ; to com- 
pare the old and the new, the barbarous and the civi- 
lized, the forms of language, the types of nature, all 
manifestations of mental and moral action. In this 
way only, can we reach that comprehensive and or- 
ganized system of thought which should distinguish 
the educated man of the nineteenth century. 

OUR mSTRUCTION SCIENTIFIC. 

We seek also to make all our instruction scientific 
in the true sense of the term. We repudiate the no- 
tion that science is conversant alone with material 
phenomena. The Keign of Law is as universal as the 
thought and plan of God. Wherever law appears, 
there science is possible, and attainable by man. We 
seek, within those limits set by the varying nature of 
the facts in the universe of mind and matter, to make 
all our instruction, whether in History or Philology, 
art or nature. Psychology or Ethics — really and posi- 
tively scientific — to refer it all to those laws which de- 
rive their uniformity and universality from the omni- 
present mind and will of the Almighty. 

OUR INSTRUCTION PRACTICAL. 

We seek to make our instruction practical — not, 
however, in that superficial and vulgar sense of the 
term which represents that only which can be under- 
stood without learning, discipline, thought or study — 
requiring the mere acquisition of mechanical rules and 
processes, not seen to rest on any underlying principle 
or law. But we believe, notwithstanding the abuse of 
this term, that all the laws of mind and matter are to 
be studied by man, for men — for some worthy end, ap- 



13 

plication or purpose. All the forces of the universe 
act by harmonious as well as uniform modes, and thus 
become a vast system of reciprocal means and ends. 
We study man that we may be better able to control 
and elevate men. We study the laws of nature that 
we may make them the obedient servants of civiliza- 
tion. We study the principles of the political and 
social order '' that the republic may receive no detri- 
ment." In tnis broad sense we labor to point out the 
noble uses of all learning and science. That we may 
keep these uses of study before the minds of our pu- 
pils, we bring out from week to week, through their 
entire course, the relation of the significant events of 
the day to the great past out of which they have all 
sprung, and to the great future, the seeds of which 
they bear in their bosoms. This constant explanation 
of passing events by their relation to the broad experi- 
ence of universal man and to the still wider laws of 
the physical cosmos, we have sometimes called the 
" editorial function" of the teacher. It embodies and 
illustrates what we mean by making our instruction 
practical. 

OUR INSTRUCTION PERSONAL. 
We seek to make our instruction personal also. 
We consider it not enough to impart ^^nowledge from 
the chair of the professor, but we make it our duty to 
cultivate the closest intercourse with our students, in 
which mind grapples with mind, and heart throbs 
against heart. We would seek to adopt the method 
by which Socrates inspired and moulded the young 
Greeks in the streets of Athens, and — with reverence 
be it spoken — the method by which the Great Teacher 



14 

trained his disciples to conquer the world, as he talked 
with them by the way "till their hearts burned 
within them." 

There were better scholars and men of more bril- 
liant genius among the teachers of England than 
Thomas Arnold — but he alone brought his personal 
magnetism and powerful mind to bear upon his pupils 
one by one, till he transfused his great life into theirs, 
and created in England a new idea of the functions 
and power of the true teacher. 

METHODS OF DISCIPLINE. 

With this power of personal influence, the true idea 
of discipline is intimately connected. No petty sj^stem 
of infinitesimal pains and penalties, putting a premium 
on deceit and lying, can transform the crude and cal- 
low school- boy into a courteous and self-restrained 
gentleman. The student enters college at the most crit- 
ical period of his moral life ; at a time when he feels the 
stormy passions and impulses of manhood, while pos- 
sessing only that minimum of self-control normal to 
the boy. It is the period of transition most dreaded hj 
the thoughtful parent and most dangerous to the 
child. At this period the parent too often carelessly 
throws off the burden of responsibility and expects it 
to be assumed by the college teacher. The weigh t of 
this burden those only know who have borne it. He 
who would succeed in the task thus imposed must 
have a combination of almost antagonistic elements 
of character. He must be courageous when courage 
is needed, strong in scholarship, intellect and will, or 
his students will despise him. He must be patient, 



15 

courteous and sympathetic, or he cannot control their 
hearts. The man who has, from nature and disci- 
pline, that "kindly mixture" of qualities which 
make up the popular ideal of an executive officer in a 
college, has not yet been born. Yet partial and fond 
parents judge of all his inadequacies and mistakes in 
the application of college discipline with reference to 
this unattained and unattainable ideal. 

However much we may have failed in its realization, 
our purpose has always been to promote morality, 
industry and good order, not by espionage and penal- 
ties, but by constant, personal and frankly avowed 
efforts to develop the self- controlled, truthful and man- 
ly character which justiiies, in the truest sense of the 
term, " the grand old name of gentleman." Success- 
ive classes of our students, fellow-citizens, have 
walked your streets, worshipped in your churches, 
partaken of your hospitality. Many of them have 
settled for life in your city. I venture to hope that 
our graduates, who for all these years have lived 
among you, have, on the whole, borne witness that 
our efforts to cultivate among them a manly and hon- 
orable character have not been in vain. 

WHAT HAS BEEN ACCOMPLISHED. 

Their work alone must, after all, be the ultimate 
test both of men and institutions. We have gradu- 
ated a little over 600 men, and nearly as many more 
have gone over a part of our course without com- 
pleting it. Of the 600 who have graduated, 195 have 
become clergymen in various religious denominations, 
116 have become lawyers, 155 have become business 



16 

men, 28 have become physicians, 75 have become pro- 
fessional teachers, 12 have become journalists, 1 an 
astronomer, and 1 a geologist. 

Of the 75 teachers, 22 have received appointments 
as professors in colleges or professional schools, and 
5 of the number have been tendered the presidency of 
similar institutions. 

At the breaking out of the late war, one-eighth of 
the whole body of our alumni entered the army. 
A more than equal proportion and a larger number of 
the under-graduates followed their example. Ten of 
this number were killed in battle or died in the service. 

Of the success of these men in their several call- 
ings, it is hardly proper for me to speak in detail. 
Genius, extraordinary executive ability, or a great 
career, are given to few men, and hence the number of 
men educated who are found to possess these gifts is 
not a fair test of the usefulness of an institution . By 
far the largest share of good work for man, society 
and religion, is done by plain, undistinguished men, 
of good sense and so and character. To furnish and 
train the minds of such men must ever be the main 
end of the educator. Neither genius nor common- 
sense can be furnished by a university. But it can 
discipline and prepare those who possess these qual- 
ities for every possible sphere of human life and 
duty. Oar graduates are still young, and as yet have 
had little opportunity of achieving the distinction of 
which they may be capable. We believe that 
those who know their history will agree in this : 
that, for breadth of view, sound scholarship, good 
sense and administrative capacity, they will bear a 



17 

favorable comparison with tlie same number of grad- 
uates of similar age taken from the alumni of any 
one of our sister institutions. We point to them, as did 
the Roman matron to her sons, with thankfulness and 
hope. Whatever the next twenty-five years may have 
in store for our alumni, we have faith, that as they 
have done their duty in the past, so in the future 
they will be found at the front, in peace or in war, 
wherever blows are to be given or received in the serv- 
ice of humanity, in the conflict with error, or in the 
defense of the republic. 

OUR FINANCES. 

An institution of learning, by its consecration to so 
high an end, requires a combination in itself of all 
forms of human power. Intellect, scholarship, ad- 
ministrative capacity, unselfish devotion, force of will, 
untiring industry, all ^nd a place among the "lively 
stones" of such a moral structure. Hence capital, 
the tangible reward of human labor and self-denial, 
is needed. In the founding of an institution of 
learning, as in all great achievements, every kind 
of capacity must co-operate to produce the result. 
We started our work with $130,000. With so small 
a capital it was a perilous undertaking ! Year after 
year we have been borne down with anxiety from the 
bankruptcy which seemed to stare us in the face. 
But, by the blessing of God, we have never, in our 
darkest periods, closed a year without an inventory 
larger than that with which we began it. Besides 
meeting our heavy current expenses, we have averaged 
for twenty-five years an increase of capital of $18,000 
2 



18 

a year. We have now property which inventories 
$575,000. At this rate of increase, the next twenty- 
five years will give us more than $1,000,000. But, 
may we not hope that our yearly growth in capital 
will be much larger in the future than it has been in 
the past ? I am glad that we were not endowed on our 
promises to do good work in the future. I, for one, 
vastly prefer that our 6;ndowments shall be received 
as the public recognition of good work already accom- 
plished. "The vitality of a university," says Sir 
Henry Maine, '' is proved by those benefactions which 
are the natural payment of society for the immense 
benefit which it receives through the spread of educa- 
tion ;" and he farther says : " It is my fixed opinion 
that there is no surer, no easier, no cheaper road to 
immortality (such as can be obtained in this world), 
than that which lies through liberalit}^ expending it- 
self in the formation of educational endowments. ""^ 

All experience shows that he only can command an 
enduring and worthy reputation, who connects his 
name with the moral and intellectual history of man. 
We present our work as our claim to the benefactions 
of our patrons, and our fellow- citizens of this city 
and state. On this basis we rest our hopes for the ad- 
ditional working endowments we so sorely need. We 
pledge ourselves and our successors to give back in 
service to our city, our state and the world, in pro- 
portion to the capital which they put into our hands. 



* Address to the, University of Calcutta. 



19 
CONFIDENCE IN THE FUTURE. 

If this generation shall fail to recognize our work, 
we can wait. Nothing on earth, except the Church 
of God, has such vitality as a solidly-rooted univer- 
sity. Within the past five centuries, dynasties, 
thrones and states have passed away, and are almost 
forgotten. But the universities of Bologna, Paris, 
Prague and Padua, Oxford and Cambridge, flourish 
as if endowed with immortal youth, and the memory 
of their founders will live through all time. 

In this hundredth year of our nation, are there, on 
all our broad continent, any institutions of man, whose 
administration has been more pure, whose influence 
has been more elevating and healthful — which to-day 
wreathe the brows of their founders and benefactors 
with more unfading renown, than the great ante-revo- 
lutionary institutions of learning ? Moral laws are 
eternal as God. What has been in the past, is the 
type of the future. 

Pardon me for a word personal to myself. It is 
my unwavering faith in the solidity, breadth and 
permanence of our foundations which has held me 
steadily at the work to which, twenty-three years 
ago, the Trustees of this Institution called me. My 
function has been that of a pioneer. I shall never 
cross the Jordan which rolls between me and the 
promised land of my ideals and hopes. I have de- 
liberately sacrificed my desire to leave a mark on 
the scientific thought of my country, that, working be- 
neath the ground, I might aid in fixing and settling 
the "foundation stones" upon which, in the coming 
centuries, a worthy superstructure may spring aloft in 



20 

fair and beautiful proportions. For years, I have 
suffered from that hope deferred which maketh the 
heart sick ; but I have learned that "They also servo 
who only stand and wait." 

During these years I have often lost confidence in 
my own capacity for bearing my share of the burdens 
laid upon us. But I have never, for one moment, lost 
confidence in the final success of the University. Its 
ultimate triumph has always stood out before me as 
clear as the sun in heaven. JSTo institution, which has 
garnered into itself so much of labor and sacrifice, so 
many gifts of property consecrated to the blessing of 
man, so many heaven-inspired prayers in its behalf, 
can fail. It rests on the Everlasting Foundations, 



LIBRARY OF CONGRESS 



029 918 988 



